ELA 8, MODULE 2A – Taking a Stand
In this second module, students will continue to develop their ability to closely read text while
studying the theme of taking a stand.
This Module is scheduled to be taught during the second quarter, November 14, 2016 – January
27, 2017. Holidays and Common Assessments will require flexibility in the following calendar.
•
Topic & Essential Questions

How does taking a stand in small ways show integrity?

Is it worth taking a stand for one’s self? For others?

What do we know that Scout doesn’t?

How does the idea of taking a stand connect to the dramatic irony and Scout’s perspective?

Authors use the structure of texts to create style and convey meaning.

Authors use allusions to layer deeper meaning in the text.
Month: November 14-30
Standards:
Reading
Writing
RL.8.1. & RI.8.1.
Cite the textual evidence
that most strongly
supports an analysis of
what the text says
explicitly as well as
inferences drawn from
the text
W.8.1. Write arguments
• SL.8.1. Engage
effectively in a range of
to support claims with
collaborative
clear reasons and relevant
discussions (one-onevidence.
one, in groups, and
a. Introduce
teacher-led) with
claim(s),
diverse partners on
acknowledge and
eighth-grade topics,
distinguish the
texts, and issues,
claim(s) from
building on others’
alternate or opposing
ideas and expressing
claims, and organize
their own clearly.
RL.8.2. & RI.8.2.
Determine a theme or
central idea of a text and
Speaking/
Language
• L.8.4. Determine or
clarify the meaning of
unknown and multiplemeaning words or
phrases based on
grade 8 reading and
content, choosing
flexibly from a range of
strategies.
• L.8.5. Demonstrate
understanding of
analyze its development
over the course of the
text, including its
relationship to the
characters, setting, and
plot; provide an
objective summary of
the text.
RL.8.3. Analyze how
particular lines of
dialogue or incidents in a
story or drama propel
the action, reveal
aspects of a character,
or provoke a decision
RL.8.4. & RI.8.4.
Determine the meaning
of words and phrases as
they are used in a text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone,
including analogies or
allusions to other texts.
RL.8.5. Compare and
contrast the structure of
two or more texts and
analyze how the
differing structure of
the reasons and
evidence logically.
b. Support claim(s)
with logical
reasoning and
relevant evidence,
using accurate,
credible sources and
demonstrating an
understanding of the
topic or text.
c. Use words,
phrases, and clauses
to create cohesion
and clarify the
relationships among
claim(s),
counterclaims,
reasons, and
evidence.
d. Establish and
maintain a formal
style.
e. Provide a
concluding statement
or section that
follows from and
supports the
argument presented.
• W.8.3. Write narratives
to develop real or
imagined experiences
or events using
• L.8.2. Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and
spelling when writing.
figurative language,
word relationships,
and nuances in word
meanings.
each text contributes to
its meaning and style.
RI.8.5. Analyze in detail
the structure of a
specific paragraph in a
text, including the role
of particular sentences
in developing and
refining a key concept
RL.8.6. Analyze how
differences in the points
of view of the characters
and the audience or
reader (e.g., created
through the use of
dramatic irony) create
such effects as suspense
or humor.
RI.8.6. Determine an
author’s point of view or
purpose in a text and
analyze how the author
acknowledges and
responds to conflicting
evidence or viewpoints.
RL.8.7. Analyze the
extent to which a filmed
or live production of a
story or drama stays
faithful to or departs
from the text or script,
effective technique,
relevant descriptive
details, and wellstructured event
sequences.
a. Engage and orient
the reader by
establishing a context
and point of view
and introducing a
narrator and/or
characters; organize
an event sequence
that unfolds naturally
and logically.
b. Use narrative
techniques, such as
dialogue, pacing,
description, and
reflection, to develop
experiences, events,
and/or characters.
c. Use a variety of
transition words,
phrases, and clauses
to convey sequence,
signal shifts from one
time frame or setting
to another, and show
the relationships
among experiences
and events.
d. Use precise words
and phrases, relevant
evaluating the choices
made by the director or
actors.
RI.8.7. Evaluate the
advantages and
disadvantages of using
different mediums (e.g.,
print or digital text,
video, multimedia) to
present a particular
topic or idea.
RL.8.9. Analyze how a
modern work of fiction
draws on themes,
patterns of events, or
character types from
myths, traditional
stories, or religious
works such as the Bible,
including describing how
the material is rendered
new.
RL.8.11. Interpret,
analyze, and evaluate
narratives, poetry, and
drama, artistically and
ethically by making
connections to: other
texts, ideas, cultural
perspectives, eras,
descriptive details,
and sensory
language to capture
the action and
convey experiences
and events.
e. Provide a
conclusion that
follows from and
reflects on the
narrated experiences
or events.
W.8.4. Produce clear
and coherent writing
in which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
W.8.5. With some
guidance and
support from peers
and adults, develop
and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new
approach, focusing
on how well purpose
personal events, and
situations.
and audience have
been addressed.
• W.8.9. Draw evidence
from literary or
informational texts to
support analysis,
reflection, and
research.
A. Apply grade 8
Reading standards to
literature (e.g.,
“Analyze how a
modern work of
fiction draws on
themes, patterns of
events, or character
types from myths,
traditional stories, or
religious works such
as the Bible,
including describing
how the material is
rendered new”).
b. Apply grade 8
Reading standards to
literary nonfiction
(e.g., “Delineate and
evaluate the
argument and
specific claims in a
text, assessing
whether the
reasoning is sound
and the evidence is
relevant and
sufficient; recognize
when irrelevant
evidence is
introduced”).
• W.8.11. Create a
presentation, artwork,
or text in response to a
literary work with a
commentary that
identifies connects and
explains divergences
from the original.
a. Make wellsupported personal,
cultural, textual, and
thematic connections
across genres.
b. Create poetry,
stories, plays, and
other literary forms
(e.g., videos,
artwork).
Texts:
Central Texts:
Harper Lee, To Kill a Mockingbird (New York: Warner Books, 1982),
Shirley Chisholm, “Equal Rights for Women,” speech
Sojourner Truth, “Ain’t I a Woman?”
Lyndon Johnson, “The Great Society,”
To Kill a Mockingbird, film directed by Robert Mulligan (and starring Gregory Peck), 1962
Recommended/Supplementary Texts:
Robert Hayden, “Those Winter Sundays,” 1966.
Ella Wheeler Wilcox, “Solitude,” 1883.
Week of November 14
Lessons
Lesson 1:
Launching the Module
Lesson 2:
Taking a Stand:
Close Read "Equal Rights for Women"
Lesson 3:
Analyzing Text Structure
Interventions & Activities
Direct Instruction/Intervention and
Enrichment Activities
Evaluating advantages & disadvantages of
using different media to present an idea
(RI8.7)
Explaining advantages/disadvantages of
using photographs as text
Review gist
Analyze structure of a specific
paragraph/particular sentence
Suggestions for Standards-Based
Instruction
Students should develop an
understanding of evidence-based claims
during reading Chisholm's "Equal Rights
for Women" through Ready lesson &
scaffolding from teacher before article
Utilize provided module worksheets for
lessons 1-3
Use SMARTboard/projector to display
photos for whole group OR do gallery
walk using printed pics
Additional Activities (suggested; NOT in
module)
Teacher Modifications/Suggestions
Lesson 1: (RI8.7)
Maintain lesson integrity
Frayer Model
Gallery Walk
T-chart
Lesson 2: (RI8.1)
"Equal Rights for Women" - chunk article
(close reading should take more than 1
lesson)
Use extended work time (Homework to
chunk and understand claims)
Lesson 3: (RI8.5)
Cut out "discussion appointments"
worksheet (assign partner)
May need to modify worksheet (see
"Analyzing Text Structure" sheet)
BE SURE TO MODEL THIS before
students practice
Bubble map (Thinking Maps)- using
adjectives to describe people who take a
stand
Front-load some vocab from article (Front
loading vocabulary is necessary to insure
student achievement)
Writing-- Essay analyzing the argument,
claims & evidence
Week of November 21
Ready Lesson 12: Analyzing the
Structure of Paragraphs
Interventions & Activities
Ready Lesson 19
Evaluating an argument
Direct Instruction/Intervention and
Enrichment Activities
Lesson 4:
Central Idea & Supporting Details
"Equal Rights for Women"
Lesson 5:
Analyzing Author's Perspective.
"Equal Rights for Women"
Review/spiral citing text-based evidence to
support analysis of text
Citing claims & evidence to support argument
A quick review of the QuickWrite will be
beneficial as a means of scaffolding and in
preparation for future Research papers.
Do a Pro and Con chart with class identifying
the benefits of each stance. Ask the class if
this particular stance is valid or invalid have
them discuss what makes a valid claim.
Activities to focus on within lessons 4-5
Jigsaw with claims from article
Claims/Evidence worksheet
Chalk Talk protocol (use with teacher's
discretion)
Teacher Modifications/Suggestions
Lesson 3B: (RI8.8)
Ready Lesson 19 (Evidence-based claims as a
homework assignment.
Lesson 4: (RI8.2; 8.8)
(Consider breaking article into its argument,
claims & evidence)
* (Mac-- attach claims/evidence worksheet may be used in conjunction with or in lieu of
evaluating evidence notecatcher)
Otherwise maintain lesson integrity
Lesson 5: (RI8.6)
Be ready to reprint Guiding Questions
document or cut out if not enough time -choose specific questions to review instead
(full document may be overwhelming)
Use 4-square graphic organizer – it is a
helpful tool to help students to brainstorm
Week of November 28
Suggestions for Standards-Based Instruction
Review author's purpose
Reflect on conflicting viewpoints -- give real
world examples to support understanding of
standard used within module text ("Equal
Rights for Women")
Frontload vocab from "Ain't I a Woman"
speech that may be unfamiliar.
and organize their thoughts to prepare them
to discuss and analyze their own claims.
Interventions & Activities
Teacher Modifications/Suggestions
Additional Activities
Lesson 6:
Analyzing
"Ain't I a Woman"
Lesson 7:
Assessment
Analyzing
"The Great Society"
Inferencing Questions. Marzano suggests
teachers pose four questions to students to
facilitate a discussion about making
inferences ( Marzano, 2010).
What is my inference? What information did
I use to make this inference?
Lesson 6 : (RI 8.2; RI 8.5)
Consider rephrasing note catcher questions
or adding where in speech students should
use for reference (unclear on note catcher)
Consider jig sawing note catcher in interest of
time (students will need more time than
allotted to discuss responses)
It is important for students to understand the
various types of information they use to
make inferences. This may include
information presented in the text, or it may
be background knowledge that a student
brings to the learning setting.
Lesson 7: (RI 8.2 ; RI 8.5 ; RI 8.6)
Consider allowing students to mark up text
using suggested close reading/annotation
strategies in lieu of gist
OR use students' recording of gist as an
assessment of students' ability to summarize
How good was my thinking? Once students
have identified the premises on which
they've based their inferences, they can
engage in the most powerful part of the
process — examining the validity of their
thinking.
Module does not suggest scoring for
assessment
Suggestion: questions worth 1 pt except #3
(each part = 1 pt)
The assessment could be scored out of 10
pts.
Do I need to change my thinking? The final
step in the process is for students to consider
possible changes in their thinking. The point
here is not to invalidate students' original
inferences, but rather to help them develop
the habit of continually updating their
thinking as they gather new information.
 Change in Character. As an author
unfolds a story, the character’s
emotions may change. In this
strategy, students can draw faces on
the circles to reveal the emotions felt
by the character. On the lines next to
the faces, note the page number or
text that provided evidence to the
character’s emotion.
Week of December 5
Lesson 8:
Launching TKAM
Lesson 9:
Analyzing Character: Under- standing
Atticus
(Ch. 1)
Interventions & Activities
Intervention and Enrichment Activities
Review gist
Read Aloud
Supporting structured notes with evidence
from text
Suggestions for Standards-Based Instruction
Lesson 8
Structured Notes organizers (from module-- 1
for class, other for HW)
Teacher Modifications/Suggestions
Lesson 8: (RL 8.1; SL 8.1; RL 8.4)
Skip Section A.
Section B: Review "gist"
*Teacher should review FDR/Great
Depression general history information
before lesson in case students have questions
or teacher wants to provide details about the
period.
Lesson 9:
Analyzing Character: Understanding
Atticus
(Ch. 1)

Lesson 9

Atticus Note Catcher (also have a
running note catcher in class on chart paper)
will need for end of unit essay!!!
Additional Activities
Lesson 8: Consider separate direct teaching
of ALLUSION to clarify for students. Some
struggle with the difference between
ALLUSION and ILLUSION.
Consider creating a class poster of essential
words for the novel. Students should
compile an ongoing list of vocabulary.
Teacher should use module as a guide for
vocabulary, but may also find many
Greek/Latin based words throughout TKAM
that may help support instruction in
prefixes/roots/suffixes.
Collaborate with Social Studies teacher RE:
reviewing aspects of Great Depression
Ready workbook lesson 16: Analyzing
analogies & allusions (Module lesson 8)
Ready workbook lesson 7: Analyzing
Dialogue & Incidents (Module lesson 9)
Lesson 9: (RL 8.1; SL 8.1; RL 8.3)
May need to spend more time reviewing
HW/vocab than allotted in Section A.
Consider having students create own note
catcher in a section of their own notes
(rather than a worksheet). Have students
dedicate several pages to the note catcher so
they can add throughout unit.
Mini-Lesson
Lesson 10:
Analyzing Text Structure (Ch. 2)
Lesson 11:
Close reading: Focus on Taking a Stand
(Ch. 2 & 3)
Lesson 12:
"The Golden Rule"- Themes from Bible/
World Religions
(Ch.3 & 4)
Lesson 13:
Making Inferences
Golden Rule
(Ch. 4)
Denotation & Connotation
Narrative Structure
Elements of a story (plot line)
Vocabulary square
Applying evidence to theme "Taking a Stand"
Summarization
Context Clues
Suggestions for Standards-Based Instruction
Lesson 10:
Narrative structure note catcher
Students may use provided plot line or draw
own plot line in notes
Review relevant vs. irrelevant evidence
NOTE: Some students may need more
specific guiding questions when reading.
Monitor students' ability to clearly write gist
and evidence from chapters when deciding
whether to use HW sheets from module.
Lesson 11:
Vocabulary square
Text dependent questions
Lesson 12 & 13:
STUDENTS SHOULD KEEP A LOG re:
Atticus/Golden Rule/Taking a Stand for later
assessment
Lesson 10: (RL 8.5, RL 8.2)
May need more than 1 lesson to scaffold
denotation & connotation (this will be
enough for a 10 min review in Section A if
you have been covering
denotation/connotation)
Be sure to do summary writing for HW
(assessed in Mid-Unit 2 Assessment)
This lesson will likely take more than 1 lesson
in order to provide teacher time to direct
students in how to write evidence-based
summaries and review writing traits
(between lessons 10 & 11)
BE SURE TO REVIEW SUMMARIES FOR THIS
LESSON BEFORE LESSON 13- This is when
students will use summaries
Lesson 11: (RL 8.1; L 8.4)
May use another vocabulary strategy (ie: VSS
- McRel)
Choose words to discuss roots (may want to
use other words than recommended). VSS
can be kept in notes & include root in a
column.
Keep A & B as written
Lesson 12: (RL 8.1; RL8.7; RL 8.9; L 8.4)
Ready workbook, Lesson 17: Comparing &
Contrasting Structure (module unit 1, lesson
10)
Review 6 traits of writing (what is expected
from summary? Which trait will be of most
value?
Ready workbook, Lesson 17: Comparing &
Contrasting Structure (module unit 1, lesson
10)
Review 6 traits of writing (what is expected
from summary? Which trait will be of most
value?
Week of December 12
Lesson 14: Inferring about char:
Atticus
(Ch. 5)
Lesson 15/16/17:
Comparing Text Structures
(Ch. 6 & 7)
Interventions & Activities
Mini-Lesson
Figurative meanings of words and phrases
Character development (Atticus through the
eyes of Miss Maudie)
Comparing text structures (review structure)
Character perspective/ POV (Scout --> Boo
Radley)
Suggestions for Standards-Based Instruction
Look at 2 different structures on same
subject and compare the structure's effect.
Perspective/POV - Illustrate/rewrite Radley
house scene from Boo's perspective & discuss
how perspective plays a big part in how
readers understand character
Structured notes (gist)
Teacher Modifications/Suggestions
Lesson 14: (L 8.4; RL 8.1; RL8.4)
Consider using own vocabulary strategy for
this lesson
Focus on Chalk Talk, question 4 (most
focused on Atticus). Have students come up
with other examples to support
characterization of Atticus through Maudie's
eyes
Additional Activities
Thinking Maps -- illustrated flow map of the
incident at the Radley's
(Review Lesson 17 in Ready workbook on
comparing/contrasting structure)
Lesson 18
Analyze Theme; Analyze Character of Atticus
(Ch 10)
Lesson 19
Unit 1 Assessment
Unit 2
Unit 2: Lesson 1 Ch. 11-13
Making Inferences
Lesson 2
Perspective
(Ch. 14-15)
jailhouse scene
Identifying theme & the evidence used to
develop theme "killing a mockingbird" &
"golden rule"
Making inferences: Analyzing how words &
actions reveal character
Lesson 18: (RL8.1; RL8.9)
The line "It's a sin to kill a mockingbird"
comes up here. Begin to discuss possible
"mockingbirds"-- track this throughout text
when possible
Skip World Café protocol
Suggestions for Standards-Based Instruction
Structured notes (gist)
Atticus notecatcher
Three Threes in a row
Lesson 19: (RL8.4; RL8.5; RL8.9; L8.5)
Consider choosing parts of Module
assessment and inserting own multiple
choice questions for novel up to chapter 11,
considering a focus on Atticus as a character,
text structure, and the theme of "The Golden
Rule". Provided assessment would require
much more time than allotted. Consider
paring it down.
Interventions & Activities
Teacher Modifications/Suggestions
Have the students do a T chart graph in which
they analyze the two perspectives in TKAM
Atticus perspective vs The Societies
Perspectives
This is a great time to Review "Analyzing
Point of View " .
Unit 2, Lesson 1: (RL8.1; RL8.3)
Consider cutting Vocabulary activity or
modifying
Modify Three Threes worksheet as necessary
(jigsaw?)
Review Atticus notecatcher
Big Question discussion
Lesson 2: (RL 8.6; RL 8.7 (if possible)
In groups have the students discuss times
when Taking a stand is not popular.
Does the fact that the majority supports a
viewpoint inherently make it right? Then
have each group report its findings to the
class. The teacher may want to aid the groups
by giving them a topic for discussion that is
controversial
Week of December 19
Lesson 8
Development of
Theme: Taking a Stand
(Ch. 24-26)
Lesson 9
Studying Argument (Model)
(Ch. 27)
Lesson 10
Writing argument: Crafting Claim
(Ch. 28)
Lesson 11
Peer critique
(Ch. 29-31)
Interventions & Activities
Mini-Lesson
Analyzing theme's development-- using
evidence to support
Evaluating argument
Writing argument: crafting claim
Essay: Planning; Drafting; Revising
A helpful tool maybe the Claim
Suggestions for Standards-Based Instruction
Frayer model
5 stages of writing & 6 Traits of Writing
Checklist
Rubric - NYS
Additional Activities
Review Ready workbook Lesson 19
(Evaluating an argument) for Lessons 9- of
Unit 2
Ready workbook language handbook L10-11
This lesson may present a challenge if you
don't have the DVD.
http://youtu.be/oaVuVu5KXuE
Due to video, lesson may take longer than
anticipated.
Teacher Modifications/Suggestions
Lesson 8: (RL8.1; RL8.2; RL8.3)
Keep Work Time A as is (Frayer)
For Four Corners exercise (module is unclear
where to get sentence strips), have students
choose a quote and support it with 3
examples that apply from the novel.
Lesson 9: (RI8.8; RI8.6; W7.1)
Consider amending model essay and/or
having students annotate essay using
Smartboard/projected text. Have students
identify parts of argument.
Review argument, claim, etc
Have students jigsaw different paragraphs in
interest of time/review of argument
elements
Lesson 10: (W8.1; W8.4; RL8.1)
Amend claim organizer as needed.
Give students ample time to cite evidence.
Display Atticus chart from previous lessons &
review if needed
Lesson 11: (W 8.1; W8.4)
Consider revising "Quote Sandwich" with
own approach to evidence based writing
(consider review of "QuickWrite" format)
Consider switching peer review after initial
draft is written (Lesson 12)
Be sure to review rubric for Argument
Lesson 12
Planning the Essay
Lesson 13
Drafting Essay
Extension:
Lessons 14-15
(students create scene/
narrative independ.)
Lesson 16
Revise & Edit Essay
Mini-Lesson
Planning Essay & Drafting
Suggestions for Standards-Based Instruction
Rubric for Writing Argument
Additional Activities
Consider creating a review & multiple choice
based assessment in combination with essay
Use the Ready workbook, EngageNY
materials as models of standards-based
questioning
Lesson 12: (W 8.1; W 8.4)
Continue planning essay
Consider using Tracker AFTER draft
Lesson 13: (W9.2; W8.4; W8.9)
Give students majority of class time drafting
essays
Students who are done should do peer
review from Lesson 11 & Tracker from Lesson
12
Writing, Revising, Editing, Peer Review will
likely take more time than allotted in module.
Be sure to give ample time to students for
this task.
Ready workbook Language Handbook L1-9
Lessons 14 & 15
Consider having students who complete
essay on time prepare for theater lesson
Lesson 16: (W8.5; L8.1)
Be sure to collect & copy student paragraphs
to show paragraphs as exemplary & in need
of work for editing
Midterms/Common Assessments will require some flexibility in schedule.
Week of January 3, 2017
Unit 3
Interventions & Activities
Teacher Modifications/Suggestions
Readers Theatre.
Have fun!
Use Unit 3 as an extension for those students
who completed Unit 2 essay & need a
challenge.